Giáo án Speaking

Ss activate prior knowledge about housework and get ready to talk about sharing chores.

Ss answer quick questions in pairs: 'What chores do you do at home?' and 'Who does most of the housework in your family?' Ss also match the word chore with its meaning (việc nhà) and say one routine they have each day.

Ss give at least two chores they do regularly (for example, washing the dishes, cooking, cleaning the kitchen) and one routine sentence, such as 'I wash the dishes every evening.' Ss understand that the lesson is about sharing housework fairly.

Ss learn the six key words and pronounce the consonant blends /br/, /kr/ and /tr/ correctly.

Ss listen to the teacher model the words: chore (việc nhà), responsibility (trách nhiệm), gratitude (lòng biết ơn), routine (thói quen thường lệ), support (hỗ trợ), bond (mối gắn kết). Ss repeat in chorus and then individually. Ss then practise the sentences: 'My brother brings bread.' 'The crowded kitchen needs cleaning.' 'We try to share the chores.' Task: Ss underline the blends /br/, /kr/, /tr/ and say them without inserting a vowel.

Ss can give the meaning of the six words and read the three blend sentences with both consonants together, for example /br/ in brother and bread, /kr/ in crowded, /tr/ in try and chores. Ss record the rule: keep both consonants together; do not insert a vowel between /b/ and /r/, /k/ and /r/, or /t/ and /r/.

Ss identify the structure of a spoken contribution and use present simple and present continuous correctly in context.

Ss read the model speaking text (I think teenagers should share suitable housework because it teaches responsibility...). Ss find four parts: position (viewpoint), example, limitation, and invitation or conclusion. Ss also look at the grammar box: Present simple describes routines and states, e.g. 'Linh washes the dishes every evening.' Present continuous describes temporary activity now, e.g. 'She is revising now, so her brother is washing them tonight.' Ss note: know, understand and want describe states, not current actions.

Ss identify the four parts of the model: position = 'I think teenagers should share suitable housework'; example = 'For example, preparing vegetables helps a teenager appreciate the work behind a meal'; limitation = 'However, heavy lifting and hot oil need adult supervision'; conclusion = 'Sharing does not mean dividing every job into identical pieces.' Ss explain: present simple for routines (Linh washes the dishes every evening) and present continuous for temporary actions now (She is revising now).

Ss learn how to give an opinion, agree with a qualification, suggest a change and respond to a partner.

Ss read the interaction: A: 'In my opinion, sharing chores is fairer than leaving them to one person.' B: 'I agree about fairness, but should a student preparing for exams do the same amount?' A: 'Perhaps not. We could exchange jobs for that week.' B: 'That seems reasonable. The agreement should be discussed, not assumed.' Ss underline the phrases used to give an opinion, agree, qualify, suggest and respond.

Ss identify phrases: 'In my opinion' (giving an opinion), 'I agree about fairness, but' (agreeing with a qualification), 'Perhaps not. We could...' (suggesting), 'That seems reasonable' (responding). Ss understand the key rule: a partner should ask a real follow-up question, not read a prepared speech.

Ss analyse the model text to understand how the opening, supporting details, limitation and closing work together.

Ss work in groups of four using a jigsaw method. Each pair in the group is responsible for one question from exercises 2–8 in the textbook: (2) purpose and audience with one supporting detail; (3) the opening sentence and how it introduces the topic; (4) two useful details and why they are better than saying only that the topic is important; (5) a three-sentence summary keeping the essential limitation; (6) one middle sentence and its contribution; (7) the difference between the opening and closing sentences; (8) a short final conclusion using only supplied details. Ss record answers on Worksheet 1.

Ss give these answers. (2) Purpose: to persuade listeners that teenagers should share suitable housework; audience: classmates and teacher. Detail: 'preparing vegetables helps a teenager appreciate the work behind a meal' explains the benefit. (3) Opening: 'I think teenagers should share suitable housework because it teaches responsibility.' It states the viewpoint and the reason. (4) Two details: 'preparing vegetables helps a teenager appreciate the work behind a meal' and 'heavy lifting and hot oil need adult supervision'; they are specific and can be checked by listeners, unlike the general statement that the topic is important. (5) Summary: 'The speaker thinks teenagers should share suitable housework because it teaches responsibility. For example, preparing vegetables helps them appreciate the work behind a meal. However, heavy lifting and hot oil need adult supervision, so tasks should start short and safe.' (6) Middle sentence 'However, heavy lifting and hot oil need adult supervision' adds a limitation, which makes the argument balanced and credible. (7) The opening states the position; the closing 'Sharing does not mean dividing every job into identical pieces; it means agreeing on a fair contribution' clarifies the meaning of sharing and ends the message. (8) Conclusion: 'In conclusion, sharing housework helps teenagers learn responsibility, but tasks should be short, safe and adjusted during exams. Sharing means agreeing on a fair contribution, not identical jobs.'

Ss practise giving an opinion, qualifying it and responding to a partner with a real follow-up question, using the target grammar and pronunciation.

Ss work in pairs with Worksheet 2. Partner A gives an opinion about sharing chores using the phrase 'In my opinion' and one example in the present simple (for example, 'My sister cooks on Sundays'). Partner B agrees with a qualification and asks a real follow-up question. Then they switch roles. Ss also say one sentence in the present continuous about what they are doing now or this week, for example 'I am revising for the test this week.'

Each S gives at least one opinion, one example in the present simple, one sentence in the present continuous, and one real follow-up question. Example: A: 'In my opinion, sharing chores is fairer than leaving them to one person.' B: 'I agree about fairness, but what about students who are busy with exams?' A: 'We could exchange jobs that week.' Ss use the blend words correctly, for example 'brother' and 'try'.

Ss produce a complete spoken contribution on 'Family life' for a classmate audience and answer one follow-up question.

Ss prepare a 1–2 minute spoken contribution on 'Family life' with a clear position, a concrete example and a limitation, then close with a sentence that keeps the message. After speaking, a partner asks one real follow-up question and the speaker answers. Ss may use the NeoEdu lesson page to check examples and exercises. Any example data or proposal must be labelled as an example or proposal, not a real result.

Each S delivers a complete speech with: (1) an opening viewpoint, for example 'I think teenagers should share suitable housework because it teaches responsibility'; (2) one concrete example, for example 'preparing vegetables helps a teenager appreciate the work behind a meal'; (3) one limitation, for example 'heavy lifting and hot oil need adult supervision'; (4) a closing that clarifies the meaning of sharing; (5) a real answer to a follow-up question. Speech has correct use of target grammar, vocabulary and blends.